The purpose of the article is to present a system of exercises that helps to overcome phonetic mistakes and errors caused by the difference in the structure of a syllable in phonemic and syllabic languages. The experiment was based on a deep analysis of the mechanism of phonetic interference and its influence on pronunciation of Russian words by representatives of Lao language. The first stage of the experiment aimed at testing the formation of auditory-pronunciation skills revealed that pronunciation errors in 89% of cases depend on understanding the rules of syllable structure in a phonemic language.
All the mistakes made by native Lao speakers when segmenting Russian words into syllables in the proposed list were classified in three groups:
1) related to misunderstanding of the fact that only a vowel in Russian language has a syllable-forming function;
2) caused by incorrect interpretation of the role of the combination of a consonant with a soft sign;
3) determined by the direct analogy with the formal structure of the syllable in the native language.
The second stage of the experiment revealed the influence of the wrong segmentation on pronunciation. When reading Russian words aloud they caused:
1) a replacement of Russian consonants with sounds of the native language;
2) pronunciation of consonants [p, t, k] in monosyllabic words in the position of the absolute end of the word as implosive;
3) dieresis of consonant clusters or epentesis.
The established connection between the presence of the image of a syllable in the minds of students was the reason for choosing an approach to learning, which primarily activates the process of reflection. As a syllable is one pronunciation program, the first task of the teacher is to "reconstruct" the existing model and create new images of the syllable in the mind of a speaker. For this purpose, a system of exercises was developed, consisting of four blocks corresponding to the types of speech activity: listening, reading, speaking, writing. Each block consists of three types of tasks:
1) aimed at understanding the theoretical information about the syllable of a phonemic language and first tries to use the rule;
2) training on more complex examples;
3) a game to make the skill automatic.
The complication of each type of task can be leveled up in accordance with the current volume of students vocabulary. The results of the training experiment indicate a high level of formation of pronunciation skills among students of the experimental group compared to control one. Since the learning model has shown its effectiveness, it is possible to use the formed sequence of exercises when teching any phonemic language in a group of representatives of syllabic languages.
